The study examined the impact of classroom learning environment on the performance of students in civic education in upper Basic education in Niger state, Nigeria. The objectives of the study were: to determine the impact of teachers qualification on the performance of students in Civic Education in Niger state, determine the impact of classroom building on the performance of students in civic education in upper Basic Education in Niger state, examine the impact of class size on the performance of students in Civic Education in upper basic education in Niger state ascertained the impact of the use of instructional materials on the performance of students in civic education upper Basic education in Niger state, Nigeria. Research questions as well as hypothesis were all in line with the objectives of the study. The study adopted ex-post facto research was adopted,the target population of the study was 21,998 which comprised of principals,Civic teachers and civic students, 377 was sampled from the target population, a simple random techniques was used.In similar manner, Civic Education teachers were selected using the simple random sampling techniques, while principals were purposively selected. A self structured questionnaire with 40 items and modified likert scale and end of termExaminations score of JSS II Civic Education students were used as instrument for Data collection. The instrument was subjected to reliability analysis and were found to be reliable at 0.74, Direct system of Administration and collection of questionnaire was used, with collaboration with one research assistant.Mean and standard deviation were used to respond to research questions while non parametric statistics of Krustal walliswas used to test the hypotheses at 0.05 significance, value in addition SPSS was used. The findings of the study revealed that;teachers‟ qualification significantly influence the performance of students in civic education (p-value of 0.003 <ïÂ�Â�0.05). The result shows that, classroom buildinghave significantimpact on the performance of students in civic education because learning cannot be effective in an unconducive classroom (p-value of 0. 285 >ïÂ�Â�0.05). The result indicates that, Classes with more than 45 students do not foster greater interaction among students and teacher (p-value of 0. 000 <ïÂ�Â�0.05). Result shows that, the use of instructional material for class-room instruction boost the cognitive abilities of students in Civic Education (p-value of 0. 009 >ïÂ�Â�0.05).Based on the findings of the study, it was concluded that building have significant impact on the teaching and learning of Civic Education which ultimately influences students‟ performance. In views of this, academic performance is generally referred to how well a student is accomplishing his/her tasks and studies, but there are quite a number of factors that determine the level and quality of students‟ academic performance. The study recommended that teachers qualification should be put into consideration as it influences performance of students in Civic Education. Study also recommend that school management, both private and government school teachers should note that classroom building should be put in place because it hasimpact on the performance of student in civic education and learning cannot be effective in an unconducive classroom. It also recommended that classes with more than 45 students do not foster greater interaction among students and teacher and should be discouraged in order to make learning more effective.